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Dragonas v. School Committee of Melrose9/6/2005
elrose public schools, whom Burke had personally encouraged to apply; and a teacher at Salem High School.
A hiring committee comprised of Burke, Thomas Brow, the Melrose Middle School principal, and Gayle Means, an elementary school principal, interviewed the prospective candidates. As summarized by Burke in his affidavit, based on the review of the written applications and interviews, "Mr. Brow, Ms. Means and I agreed that Ms. Cocchiara was far better qualified for the position of Lead Teacher for foreign languages than plaintiff." The hiring committee concluded that "Cocchiara had a strong educational and employment record which, when combined with her additional professional accomplishments, indicated that she would be capable of assuming a leadership role in the foreign language department. Moreover, her computer skills and interpersonal skills led to the conclusion that she was better suited for the position than plaintiff, notwithstanding the fact that plaintiff had served in the same or similar position previously."
Burke added that Cocchiara had specific ideas, based on her training and prior experience, about how to integrate computers and the Internet into the curriculum, which was important due to State directives and the school committee's recent decision to invest in a new computer-driven language laboratory. Cocchiara had also explained how she would incorporate foreign languages into the elementary school. Burke stated that Cocchiara was committed to bringing the foreign language teachers together around a common goal and eliminating the "division" and "frustration" they experienced under Dragonas's leadership. Burke also "felt that plaintiff's prior service during the time I observed her had been lackluster at best."
In addition, Burke said that Dragonas interviewed poorly, particularly with respect to her vision for the future and her ideas for integrating technology into the curriculum. In his view, Dragonas essentially stated that she would continue doing what she had done in the past. Her responses to technology questions were unsatisfactory. When asked what "www" and "URL" meant, Dragonas did not know. Burke also stated that Dragonas did not have a plan for introducing foreign languages to fifth graders.
Conversely, Dragonas stated that she did not recall being asked any substantive, in-depth questions about her plans for the elementary schools or technological integration. She described herself as a "visionary." She also said that she "knew what the needs of the department were . . . and . . . was providing resources under certain conditions and circumstances which were budgetary restraints . . . and . . . was hoping . . . what was providing for could be perpetuated for the future . . . and that we could have a good . . . elementary school program." Her sense was that she was "doing everything that needed to be done and more." She also described her computer skills as "adequate" and pointed out that she had taken at least two computer courses for instructional purposes prior to 2000; however, she did not indicate that she had shared this information with the hiring committee. She denied friction or divisions in the department or that her performance was in any way deficient. The record also contained evidence that Dragonas had very favorable references in regard to her handling of the GAPP program and her position as lead teacher, including from the former superintendent of the Melrose public schools, who was then the Commissioner of Education.
In June, 2000, the hiring committee unanimously recommended Cocchiara, who was twenty-four years Dragonas's junior. Martin subsequently approved Cocchiara's appointment.
Dragona
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